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130 years of Perse Girls

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Perse School for Girls including Kindergarten, 1909

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Front cover: Peacock Panel (detail)

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68 Trumpington Street (first premises)

Panton House 1920 Painting of Annesley House 1947 Union Road door 2011

Visual Arts Centre 2011

The Stephen Perse Sixth Form College 2011

Senior School Dining Room 2009

Senior School Hall 2009 Classroom date unknown

Laboratory date unknown The Stephen Perse Pre-Prep 2011

Garden date unknown

Nature reserve 2011 The Stephen Perse Sixth Form College during refurbishment 2007 Sixth Form Studio at VAC 2010 Junior School 2009

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Like many Old Perseans, I started at the bottom of the Junior School, a very shy seven year old. One earlymemory is standing in line after class netball, waiting for the form teacher to knot my black and bluestriped school tie for me. In the early 1960s, the uniform of a white shirt, skirt, blazer and tie was strictlyenforced, even for seven year olds. I also remember an early craze for Dr Who and the Daleks. I don’t knowwhich pupil invented the playground game which divided us all into Daleks and potential victims, but onebreak time it took over the entire school. Either you hid, or you were exterminated. It was exhilarating andterrifying.

At the Senior School, the best day of the year was when we all stopped lessons to watch the inter HouseDrama competition. My favourite play was Winnie the Pooh. I was the front half of Eyeore.

The most important thing, though, was learning Russian. I loved it from the start: an exotic alphabet thatlooked like crawling spiders and a rich literature of some of the world’s greatest novels. One day our classwas visited by a former pupil. She had studied Russian at university and won a rare scholarship to the SovietUnion. I could not imagine anything more exciting and thought to myself: “That’s what I want to do: go toRussia and learn to speak the language properly.”

In time that is indeed what I did – an experience that opened the door to my eventual career as a BBCcorrespondent. Not so long ago I met her again and thanked her for inspiring my ambition. It just goes toshow a single encounter on one ordinary day at school really can change your life forever.

Bridget KendallBBC Diplomatic correspondentOld Persean 1963-1974

Foreword

Beautifully crafted and including a contribution from every girl in the School, this book is a testament to thevery great affection in which Miss Cattley was held by her pupils.

Pages from Miss Cattley’s book

Object 1: Miss Cattley’s book

Friendliness is a sort of tradition

‘In later years I have realised something to which a schoolgirl gave no thought, and that is the remarkablefeeling of unity which prevailed among the staff… There was, too, a very easy relationship between staff andgirls which was unusual for that time. Thus we gained a great deal from contact with lively personalities,some of whom we thought of as interesting antiques… some of them we liked and some of them we didn’t, butthey were all alive and they gave us a reliably solid foundation of intellectual and spiritual values.’

‘The dominant influence in the School was naturally Miss Street [Headmistress 1881-1909] – ‘Madam’ wecalled her… We were, in our early years, a little afraid of her. She seemed to us so very old. But the fearpassed, and as we grew older we came to love her. We found that we could laugh and joke with her and talk toher easily about our own affairs and ambitions; she took a very personal interest in all of us.’

Reminiscences

Miss Street – ‘Madam’ Perse Girls teaching staff, 1890s

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A presentation book, produced by the pupils of the Senior School and given to Miss Cattley, Headmistress from 1926 until 1947, on theoccasion of her retirement

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Anna Bidder, a zoologist and first President of Lucy Cavendish College,paid tribute in later life to the friendliness of the staff-pupilrelationship which she described as ‘a sort of tradition.’ It is atradition which continues to the present day.

and, more recently, on Barnardo’s Day

Teachers show their informal side at a picnic (1930)

‘I always know I can rely on the support and enthusiasm of all theteachers and approach them about any issues.’

‘I know if I have any problems I am able to approach the network ofteachers at any time.’

‘The relaxed and friendly atmosphere at Stephen Perse is unlike anyother sixth form college.’

‘The teachers take care never to just present you with the facts, but alsoalways help you find the best ways to learn and remember them. I’vecome across acronyms, biology raps and mathematical flowers to namea few.’

(current sixth-form students)

Reflections

Lady Parkes Chairman of the National Council for Education and Training and President of the Christian Education Movement

Sally Powell Head of the Baldwin School, Bryn Mawr, Pennsylvania

Alumnae

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Side by side‘Your attendance is requested at a small preliminary meeting at Professor and Mrs Clark’s on Monday Dec 8th [1879] at 3 o’clock to consider thedesirability of taking steps to establish a Public Day School for girls in Cambridge.’ This meeting marked the beginning of a sequence of eventswhich culminated, on 17th January 1881, in the opening of the Perse School for Girls. Founded just thirty-four years after Queen’s College, HarleyStreet, Perse Girls was one of the pioneering foundations for girls’ education and has always been proud of its reputation as a centre ofeducational excellence for girls. Yet, in the early years of its history, the School admitted boys as well as girls in its Kindergarten. Here, among thepupils, sits the young John Maynard Keynes.

Moreover, while we remain committed to a girls-only education for our students between the ages of 7 and 16 years, our co-educational Pre-Prep(opened in September 2010) provides a cheerful and nurturing place for young boys and girls to work and play together while our Sixth FormCollege allows young men and women to study and relax side by side, in preparation for university and life beyond.

Kindergarten, 1907 (John Maynard Keynes is on the second row, fourth from the left)

‘We have a friendly, modern environment that fosters a unique balanceof support and independence.’

(current male sixth-form student)

‘[It] is different, but I am not sure it is an improvement.’

‘I thought they’d be a lot worse than they actually are.’

(current Year 6 pupils)

Reflections

Object 2: Kindergarten photograph

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For the first 81 years of the School’s existence, the teaching staffremained a female preserve. In 1962, however, history was made whenMr G T Burns joined the staff as a teacher of Modern ForeignLanguages. Forty-nine years on, the number of male teachers has risento almost 20% of the total.

We pride ourselves on demolishing gender stereotypes. The traditionalgender bias towards certain subjects (such as mathematics andphysics for boys), noted in many fully co-educational schools, isconspicuous by its absence here. Maths is currently the most popularoption in the Sixth Form for girls. Among our alumnae we includeseveral pioneers in their field, including science, politics and academia.

Studying and relaxing side by side in the Sixth Form College

Pupils at the Prep-Prep make cakes to celebrate the 130th birthday of The Stephen Perse Foundation and wait to take their places in the first whole-school photograph for the Foundation, September 2010

John Maynard Keynes Economist

Alumnus

Mary Bateson Historian and activist for women’s suffrage

Anna Bidder Zoologist and co-founder of Lucy Cavendish College

Dorothy Russell Pathologist and the first woman to become a Member of the Medical Research Society

Catherine Ogle Recently appointed as Dean of Birmingham, only the third woman in the Church of England to become a Dean

Anastasia de Waal Head of Family and Education at Civitas

Alumnae

Old Perseans recall a somewhat draconian regime of school rules in the early days:

‘We were not allowed to walk home with another girl.’

‘We always had to wear gloves.’

‘For hockey we always had to wear black or navy blue woollen tam-o’-shanters and galoshes over our shoes.’

‘When we reached the Sixth Form the ban on speaking between lessons was lifted, but it was explained to usthat there was no longer a rule against talking because it would not occur to the Sixth to do such a thing.’

Ladylike behaviour at all times

Letter from Ronald Searle to the School Librarian confirming that Perse Girls was partly the inspiration for St Trinian’s

Nevertheless, as the evidence on these pages makes clear, there has always been a healthy streak of mischiefand subversiveness in our students.

Current students appeared as extras in the recent remake of St Trinian’s

Object 3: letter from Ronald Searle

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This photograph of Miss Kennett (Headmistress from 1909 until 1926) was taken secretlyduring a lesson by a student in the 1920s, Jacquetta Hawkes, using a concealed boxcamera. In 1981 Jacquetta Hawkes revealed to the then Head of History, Heather Cubitt,that she had sold copies of the photographs of her teachers, taken surreptitiously, to herschool friends.

Reminiscences

‘We made it our mission to bend the school uniform rules as much as possible so that we could retain some semblance of individuality. We hatedthe A-line skirt which was a hangover from the late ‘70s but a friend of mine was lucky enough to have older sisters and she inherited an old-styleskirt which was quite fitted. I was very envious so I took my skirt in down both sides to achieve a similar look: it was so tight I could barely walkin it and riding a bike became a real challenge. Big jumpers were very trendy so we all marched down to M & S to buy the biggest men’s navy bluejumpers we could find – they were loose and shapeless and came down to just above the knees and the sleeves were so long that they hung offour arms. Someone discovered that if you waved your sleeve over a Bunsen burner it turned the synthetic material bright orange so, naturally, weall did this.’

‘I have no idea why we did this, but one morning we decided to smuggle the boyfriend of one of our friends into the school to show him around.We were skiving off assembly and we had to creep past the glass doors, keeping low, so as not to be seen by the congregated school inside. I’mafraid to say we didn’t get very far; as we approached the locker room next to the old dining room, we heard the click-click of teacher footstepsapproaching. In a moment of panic, we quickly stuffed this poor lad inside one of the full-length lockers and shut the door, leaving us lounging (ina way that can only be described as pure nonchalance) against the doors of the lockers. Unfortunately for us, Perse-teacher-nous for sniffing out aboy in the vicinity must be a practised art, and the locker door was opened to reveal the frightened young man wedged uncomfortably betweencoats and books…

Once we discovered that the wooden blocks of the parquet flooring in the Physics lab were loose. We spent an enjoyable lesson hidden from theteacher’s view behind one of the benches, happily pulling up the blocks to find a hole between the joists underneath. Reaching down into thisgrubby gap, to our delight, we fished out an old piece of paper. It was a note from an old student! A solemn greeting from the past, and a requestthat, if any student should find this hole and this note, then they too should add their own notes and greetings… We spent the rest of the lessonwriting excited responses and stuffing them down the hole, before neatly replacing the parquet blocks and sealing up our little window to thepast…

There was of course the time when we stole all the forks from the school canteen (slowly over a number of weeks, hiding them meticulously in alocker) and then spent days hysterically enjoying the complete bewilderment of the kitchen staff and the awkward embarrassment of everyone,staff and students alike, struggling to eat with a spoon and a knife!’

Rarely lost for wordsWhether speaking or writing, Perse girls have rarely been lost for words in pursuit of an argument or indefence of a cause.

A current student reflects upon the possibilities presented by a blank sheet of paper.

‘It’s completely blank, leaves everything to the imagination. You could fill it with anything: lyrics, pictures ofdreams. It can be taken as boring at first glance, but upon second glance you see the possibilities. At schoolyou are being prepared for life. You are an empty cup ready to be filled with knowledge. Each different lessonis like a pen poised above the paper, ready to make a mark and permanently change the page.As you continue with your work, your choices become more refined. You start with a whole spectrum ofcolours to create a basic shape on the page. But eventually you will be using only a few of these colours toadd the finishing touches. It may take time for you to decide upon your final choice, or you could be verydecisive. It is all up to you. However, either way, the final product is bound to be something to be proud of. Itwill be something you have spent time on and have given a personal touch. It will be individual to you. Thefinal step is merely to frame it and show the world what you can do.’

(Isobel Hale, Year 10)

A volume of early copies of ‘The Persean’ and the most recent edition of ‘The Perspective’

Publications past and present:

‘The Persean’ - published 1894-2009‘The Peligraph’ - newspaper produced by the Sixth Form‘The Perspective’ - magazine produced by Years 10 and 11, available online‘Persephone’ - the Junior School magazine‘Interperse’ - the languages magazine, produced annually in our L6 news day

Object 4: publications

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School tools old and new: slate, exercise book, iPad

Novels by Margery Allingham, donated to the School Archive

Margery Allingham Detective fiction writer

Taqui Altounyan Writer and traveller

Daisy Bridgewater Newspaper columnist

Christine Carpenter Historian

Lizzy Dening Journalist and poet

Jacquetta Hawkes Archaeologist and writer

Lucy Hawking Journalist and novelist

Philippa Pearce Children’s writer

Ella Gwendolen Rees Williams (Jean Rhys) Novelist

Angela Rumbold Stateswoman

Barbara Wootton Social reformer, writer and public speaker

Alumnae

Winner of the Writers' Club poetry competition 2011

Sitting on the windowsill,her music reduces the world to a silent movie, in which she playsan unaccredited extra.Raindrops waltz down the glass pane,one beat out from the music,just like her,one beat out from the world.

Lavinia Abell (Year 10)

Charity begins at school

‘I remember clearly the magical moment before I went off to school when my Mum gave me FIVE WHOLEPOUNDS to spend. To this day, Barnardo’s remains a favourite Perse Girls pastime and a generally brilliantexcuse to fill the dining room with excessive amounts of liquorice, stock up on fake nails and create a kind ofhaze on the ceiling of your classroom due to the sheer volume of hairspray that is just essential whenattempting to raise money, and will hopefully continue to be for years to come.’

(current Year 11 student)

Perse Girls has enjoyed a long association with Barnardo’s.

Reflection

Object 5: Barnardo’s

collecting box, 1940s

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‘We had fun wearing hats for Haiti.’

‘I liked wearing silly socks for Sumatra and Samoa.’

(current Junior School pupils)

In recent years, while remaining loyal to Barnardo’s, we havediversified our charity fundraising efforts.

Reflections

Amount Raised for Charity by Decade

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Ocean Angels raise money for Cancer Care

Isabel Hill Ran two marathons in two weeks to raise money for charity

Christina Musson Is working with deprived children in inner-city New York

Elizabeth Walker Serves as a volunteer for Kidsco

Fiona Waller Rowed across the Indian Ocean as part of theOcean Angels team to raise money for Breast Cancer Care

Alumnae

Supporting Dogs for the Disabled

Fundraising for SOS Children’s Villages

Continuing our commitment to projects in The Gambia Raising money for a local charity

L’esprit de son âge

So runs the School’s motto and, when our students and staff express the ‘spirit of the age’, it is very often ina foreign language. Our curriculum has always reflected our international-mindedness, with French andGerman featuring on the timetable from the earliest days and Russian being added in 1950. Our currentcurriculum also includes Spanish and Italian, as well as Japanese in the Sixth Form. During WWI and WWII,the School welcomed many refugees from overseas. In 1932, 1938 and 1945 Perse Girls was awarded theVase de Sèvres by the President of France as the best school competing in the Grand Concours of theSociété Internationale des Professeurs de Français en Angleterre. In recent years, the School has taken partin two EU-sponsored Comenius projects and, in this connection, has welcomed students and teachers from ahost of European countries, from Finland to Portugal.

‘The first memory of the School of a little refugee is of the generosity with which she was received there…While there were so many refugee girls at the School we had our own Jewish prayers. I am surprised inretrospect, though I accepted it at the time, that we were trusted to run these prayers ourselves.’

‘My mother and aunt came to Perse [Girls] from Breslau in Silesia… Miss Cattley was involved with helpingrefugees as were many in the University and the fees were covered, but I don’t know by whom. At one pointmy mother and aunt lodged at La Ruche opposite Coronation Street, run by the French ‘Mamzelles!’ – theymay have been fiction.’

‘And then of course there were the trips to the Soviet Union, and subsequently to the Russian federation. HowVera Petrovna [Russian teacher 1973-99] managed to keep these going through all the years of the Cold War andthen the Glasnost era and the Yeltsin years I just don’t know.’

In 2004 Perse Girls was awarded an International Schools Award by the British Council. This was renewed in2007 and 2010.

Reminiscences

Plaque recording the participation of Perse Girls in the Grand Concours of the Société Internationale des Professeurs de Français en Angleterre, 1930

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Il faut savoir montrer l’esprit de son âge et le fruit de sa saison.

Object 6: commemorative plaque

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Work experience in FranceKeio exchange (Japan) USSR 1976

USSR 1976

Russia 2010

Flanders

The Gambia project

The Baldwin exchange (USA)

Joanna Brooks Policy advisor to the United Nations Development Programme

Bridget Kendall BBC Moscow correspondent 1989-95

Imogen Mollet Translator and administrator for the United Nations

Myrtle Wright Peace activist and translator of Norwegian

Alumnae

From page to stageAlthough Drama only gained a place in the curriculum in the 1970s, it has always been an important part of the School’s cultural life, with frequent school productions giving students of all ages an opportunity to perform.

Reflections

‘Drama at Perse Girls offers a wide range of opportunities, from working backstage to performing in a variety ofdifferent and interesting productions that explore many topics, time periods and texts.’

‘The rehearsals are always very challenging yet enjoyable and the final product is always something to beproud of.’

(current Senior School students) ‘I really enjoy doing Scottish dancing and performing a display to parents and making friends in different year groups.’

(current Junior School pupil)

Reflections

Object 7: annotated play script belonging to Miss Cattley Annotated libretto and score from ‘The Princess’ – an opera commissioned and performed to mark the centenary of the School, 1981

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42nd Street (Years 10 – U6) Alice in Wonderland (Year 6) Dracula (Years 8 & 9) Audience (Sixth Form)

West Road concert 2011 West Road concert 2011

Melanie Armistead Singer

Victoria Ball Currently performing in Macbeth in the USA

Kate Sagovsky Theatre director - recently appeared on the plinth in Trafalgar Square

Alumnae

West Road concert 2011

Miss Street, a keen music lover, included singing in the curriculum from the earliest days. Ever since, music, whether choral or instrumental,classical or contemporary, has been part of the life-blood of the School.

Reflection

‘Aside from the incredible performance opportunities, from school concerts to tours abroad, what I enjoy most about music at Stephen Perse is thereally friendly atmosphere. Whether it’s rehearsing a small chamber group or pulling together a large-scale symphony orchestra performance …. theenvironment of support and camaraderie has always been very strong.’

(current sixth-form student)

State of the art

Reminiscence

‘For one of my pieces of Art GCSE coursework I painted a mural on the builders’ hoarding which was up around the buildingsite constructing the new RE rooms. In true Perse Girls fashion, (a characteristic which, unbeknownst to me at the time, wasgoing to shadow my every endeavour) I was wildly over-ambitious in my plans to cover every last corner of the 10-metre-long hoarding in paint. I ended up racing against the builders who were finishing the building and threatening to remove theboards. I remember being allowed to come in to work on the mural during the final weekend of the building works, and,depressingly, I just got it finished and (poorly) photographed in the fading evening light, before the builders chucked thewhole lot in a skip the following day, and the lovely new building was unveiled. Luckily the photos turned out well enough forthe Art GCSE coursework…

I remember Art being very strict when I was a student at Perse Girls. We had to work in complete silence during ceramicslessons, and weeks and weeks were spent learning how to wedge the clay and roll it out in exactly the right way. I rememberthere was a strict method for how we had to wipe the tables at the end of each lesson, working the wet sponge over thetable in straight overlapping wipes perpendicular to the edge of the table. Woe betide any student who had left a gapbetween the strokes of their sponge!

I’ve been lucky enough to be able to return to the School recently and see how much the Art department has changed. Thenew Visual Arts Centre now has not only state-of-the-art facilities but also a friendly and relaxed attitude. The students areallowed to express themselves through their work and given the freedom and encouragement to create unique and excitingpieces through media which range from animation to textiles.

My mother also went to Perse Girls, and she used to tell us stories of an Art teacher (I think she taught Art) who used to keepa miniature hip flask wedged in her cleavage, and every now and then she would nip behind the blackboard (a free standingone in those days) for a little swig… Now I am a teacher myself I fully understand this need!’

This unusual portrait of Stephen Perse, featuring the pelican, was painted by Jane Bednarczyk, Head of Art at Perse Girls from 1966 to 1995.

(She died in 2007.)

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Object 8: portrait of Stephen Perse

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Textiles projects past and present Students are allowed to express themselves

Em Cooper Film-maker

Claerwen James Painter

Nicola Westgarth-Flynn Won the Young Designer competition in 2009

Alumnae

Much more than jolly hockey sticksGames were not at first considered part of the curriculum and the first fixture, a hockey match againstYarmouth High School, occurred a full sixteen years after the School was founded. Since the turn of thelast century, however, sport has been a vital part of school life.

This hockey stick was donated by Mrs Josephine Brearley (née Cherry). It was used by Josephine and her sister from 1946 until 1954.

Josephine played in the First XI in 1953/4.

In the 1954 team Josephine Cherry is on the back row, third from the right. In 2010 Perse Girls won the U16 county championships

Hockey teams through the years

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Object 9: hockey stick

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Among our current students are sportswomen competing at nationallevel in cross-country (Charlotte Gillard), swimming (GeorgiaCrawford), table tennis (Lucy Zhu), orienteering (Flossie Mills) andhockey (Alex Cullen), and at international level in pistol shooting(Anna Rehfisch), dressage (Ella Garfoot), fencing (Chloe Mullins) andgolf (Miranda Brain).

From drill to scull: sport through the years

Lara Abrahams Equestrian

Stephanie Cook Olympic Gold medallist in pentathlon

Caroline Hamilton Polar explorer and skier

Alumnae

A Perse girl’s homework diary found in theChemistry lab

To mark the School’s 130th birthday, a competition was launched among the students to choose an objectwhich best reflected life at Perse Girls in 2011 and to write a commentary upon it. Here is the winning entry.

‘A Perse girl will undoubtedly leave her homework diary in a Chemistry lab at some point during her time atthe school. Nobody knows why, but it’s always the Chemistry lab. This is a traumatic experience – without ahomework diary your whole life will spiral out of control.

As you open the battered front cover, revision notes and sheets of homework will undoubtedly fall to yourfeet. Some scribbled on, some untouched, some half-done but most complete. Party invitations and lastyear’s Christmas cards will also be floating to your feet. Perhaps too a letter for a pen-friend or a note froma parent, which was supposed to be handed in at reception last week.

As you open the first page, scrawled writings of in-jokes and harmless banter can be seen. One name will berepeatedly re-written, surrounded by hearts and in the midst of song lyrics.

Each page has the day’s homework written out immaculately and the date of tests written in bold. Next tothe phrase ‘no homework’ there’s a little smiley face and on every other week a note can be found from afriend, reminding you of their birthday.

Now that you’ve had a sneaky peek, you should probably pick up all the papers and stuff them back in thefront cover, where they belong, as at this very moment the owner will be despairing at the loss of theiracademic-year-long friend.’

(Sophia Rolt, Year 10)

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Object 10: homework diary

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1881 _ School founded

1894 _ First edition of The Persean

1897 _ First sports fixture

1902 _ Old Perseans’ Guild formed

1904 _ Natural Science Club formed

1909 _ Miss Street retired

1912 _ Literary Club formed

1913 _ School orchestra founded

1917 _ Art Club formed

1920 _ Kindergarten closed

1926 _ Miss Kennett retired

1927 _ Houses established

1935 _ Current Events Club formed

1939 _ Music Society formed

1942 _ Dramatic Society founded

1945 _ Parents’ Association established

1948 _ Junior department opened in Bateman Street

1949 _ School uniform became compulsory

1952 _ Last boarding house closed

1953 _ Peacock Panels presented

1957 _ Gymnasium purchased

1960 _ Juniors moved to St Eligius Street

1962 _ History Club formed

1967 _ Miss Scott retired

1981 _ Centenary celebrations

1985 _ Fire caused serious damage to the Senior School

1988 _ Lab Block opened

1989 _ Miss Bateman retired

2001 _ Miss Kelleher succeeded Miss Smith as Headmistress

2004 _ International Schools Award granted

2007 _ Baldwin exchange began

2008 _ School renamed The Stephen Perse Foundation

2008 _ New Hall and Dining Room opened

2008 _ Stephen Perse Sixth Form College opened

2008 _ Graffiti mural created

2008 _ International Baccalaureate Diploma Programme introduced

2010 _ Stephen Perse Guild formed

2010 _ Stephen Perse Pre-Prep opened at Madingley

2010 _ Named IB School of the Year by The Sunday Times

2011 _ SPG Reunion and Concert to mark the 130th birthday

Forward

As you can see from thepreceding pages, the past 130years of Perse Girls education hasbeen characterised by aninteresting mix of the erudite,the exciting and the eclectic. Agood school does not stand stilland we will continue to offer agenuinely independent educationthat celebrates the curiosity,spirit and individual personalityof every pupil. We will alwaysstrive for excellence, not only inthe academic realm but also inthe visual and performing arts,

and in sport and music, encouraging pupils to learn new skills anddevelop their talents.

The achievements of Perse Girls stem from a fun, inspiring andchallenging education that puts creative and critical thinking at itsheart. In every lesson we aim to foster habits of learning that bestprepare our pupils for an ever-changing, global, digital world, anexciting future full of unknowns. The very special relationshipbetween teachers and pupils fosters a shared excitement about ideasand educational discovery. Our passionate and highly-qualified staffbring creative energy to every class and activity, opening young eyesto opportunities and possibilities. Horizons are broadened byengaging with the local community and developing a national andinternational awareness.

The Stephen Perse Foundation is committed to extending access tothe schools. As we look forward, we must find the best way to fundadditional bursaries so that any child with the potential to be abright, enquiring learner, can enjoy and benefit from the education,regardless of their previous schooling and whatever their background.We hope that pupils and parents, past and present, will support ourgoal of providing an education that truly prepares our pupils for thechallenges and opportunities of the 21st Century.

Tricia Kelleher PrincipalThe Stephen Perse Foundation

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The Stephen Perse Foundation, 2010

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Sources and acknowledgements

M H Cattley Perse School for Girls, Cambridge, 1881-1956 (Cambridge, n.d.)M A Scott The Perse School for Girls: the First Hundred Years (Cambridge, 1981)

Odette Abbasi; Lavinia Abell; Janna Allen; Eve Anderson; Helene Barrell; Celia Beadle; Rhushub Bidd; Emily Cooper; Mary Dicken; Abi Dow; Geraldine Dutton; Paul Fannon; Chloe Francis; Isobel Hale; Catharine Hanlon; LilahHowson-Smith; Alice Jondorf; Tricia Kelleher; Bridget Kendall; Sophia Keynes; Anna Kilby; Kath King; Sheila Lynn; Catherine Mahey; Rebecca Marshall; Fina Mason; Christine McRitchie Pratt; Sandy McPhoenix; Katie Milne;Dan Murton; Jenny Neild; Lucy Norman; Dom O’Keefe; Barbara Pankhurst; Susan Passmore; Sophia Rawlins; Charlotte Redford; Sophia Rolt; Matthew Rudd; Catherine Ryan; Freya Sanders; Olivia Sherwin; Melissa Santiago-Val; Helen Stringer; Tabitha Thornton-Swan; Becky Walsh; Aidan Whyte; Ben Woolley; Caroline Wren; Natalia Zernicka-Glover

Back Cover: graffiti mural